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Assessment Quality (assessment + quality)
Selected AbstractsHistory and Background of Nebraska's School-based Teacher-led Assessment and Reporting System (STARS)EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2004Pat Roschewski Nebraska's approach to standards, assessment, and accountability, the School-based Teacher-led Assessment and Reporting System (STARS) is based upon local control and the belief that classrooms and teachers must be at the heart of student learning and accountability. STARS relies on locally-developed assessment systems to accurately measure and report student performance on state content standards. Each local system in Nebraska's 500+ school districts is reviewed for technical quality, and districts are publicly rated for assessment quality and student performance. The purpose of this article is to establish the historical background. [source] The effect of fixed-count subsampling on macroinvertebrate biomonitoring in small streamsFRESHWATER BIOLOGY, Issue 2 2000Craig P. Doberstein Summary 1When rigorous standards of collecting and analysing data are maintained, biological monitoring adds valuable information to water resource assessments. Decisions, from study design and field methods to laboratory procedures and data analysis, affect assessment quality. Subsampling - a laboratory procedure in which researchers count and identify a random subset of field samples - is widespread yet controversial. What are the consequences of subsampling? 2To explore this question, random subsamples were computer generated for subsample sizes ranging from 100 to 1000 individuals as compared with the results of counting whole samples. The study was done on benthic invertebrate samples collected from five Puget Sound lowland streams near Seattle, WA, USA. For each replicate subsample, values for 10 biological attributes (e.g. total number of taxa) and for the 10-metric benthic index of biological integrity (B-IBI) were computed. 3Variance of each metric and B-IBI for each subsample size was compared with variance associated with fully counted samples generated using the bootstrap algorithm. From the measures of variance, we computed the maximum number of distinguishable classes of stream condition as a function of sample size for each metric and for B-IBI. 4Subsampling significantly decreased the maximum number of distinguishable stream classes for B-IBI, from 8.2 for fully counted samples to 2.8 classes for 100-organism subsamples. For subsamples containing 100,300 individuals, discriminatory power was low enough to mislead water resource decision makers. [source] Nursing diagnoses, interventions and outcomes , application and impact on nursing practice: systematic reviewJOURNAL OF ADVANCED NURSING, Issue 5 2006Maria Müller-Staub Head of Pflege PBS EdN MNS RN Aim., This paper reports a systematic review on the outcomes of nursing diagnostics. Specifically, it examines effects on documentation of assessment quality; frequency, accuracy and completeness of nursing diagnoses; and on coherence between nursing diagnoses, interventions and outcomes. Background., Escalating healthcare costs demand the measurement of nursing's contribution to care. Use of standardized terminologies facilitates this measurement. Although several studies have evaluated nursing diagnosis documentation and their relationship with interventions and outcomes, a systematic review has not been carried out. Method., A Medline, CINAHL, and Cochrane Database search (1982,2004) was conducted and enhanced by the addition of primary source and conference proceeding articles. Inclusion criteria were established and applied. Thirty-six articles were selected and subjected to thematic content analysis; each study was then assessed, and a level of evidence and grades of recommendations assigned. Findings., Nursing diagnosis use improved the quality of documented patient assessments (n = 14 studies), identification of commonly occurring diagnoses within similar settings (n = 10), and coherence among nursing diagnoses, interventions, and outcomes (n = 8). Four studies employed a continuing education intervention and found statistically significant improvements in the documentation of diagnoses, interventions and outcomes. However, limitations in diagnostic accuracy, reporting of signs/symptoms, and aetiology were also reported (14 studies). One meta-analysis of eight trials including 1497 patients showed no evidence that standardized electronic documentation of nursing diagnosis and related interventions led to better nursing outcomes. Conclusion., Despite variable results, the trend indicated that nursing diagnostics improved assessment documentation, the quality of interventions reported, and outcomes attained. The study reveals deficits in reporting of signs/symptoms and aetiology. Consequently, staff educational measures to enhance diagnostic accuracy are recommended. The relationships among diagnoses, interventions and outcomes require further evaluation. Studies are needed to determine the relationship between the quality of documentation and practice. [source] Bridging the educational research-teaching practice gapBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Tools for evaluating the quality of assessment instruments Abstract Student assessment is central to the educational process and can be used for multiple purposes including, to promote student learning, to grade student performance and to evaluate the educational quality of qualifications. It is, therefore, of utmost importance that assessment instruments are of a high quality. In this article, we present various tools that instructors could use, both to improve instrument design and validity before presentation to students and, to evaluate the reliability and quality of the assessment after students have answered the questions. In keeping with our goals of the Bridging-the-Gap series, we also present various ideas from the educational literature regarding the evaluation of assessment quality and end with a list of criteria that instructors could use to guide their evaluation process. [source] | ||||||||||